TY - JOUR
T1 - Fostering a reading culture
T2 - evidence from Qatar Reads
AU - Cochrane, Logan
AU - Ozturk, Ozcan
AU - Khataee, Hanieh
AU - Al-Hababi, Reem
AU - Al-Malki, Fatema
AU - Nourin, Hisham
N1 - Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - Qatar has experienced rapid economic development in recent decades and has made large investments in the education sector to improve learning outcomes. The Qatar National Vision of 2030 also aspires to encourage life-long learning, one enabler of which is fostering a reading culture. This paper assesses one program that has aimed to enable this change and the modalities it employs, thereby contributing evidence regarding this under-studied country within rapid transition. The evidence suggests that the majority of children who participate in the program significantly improve their attitude toward reading without any gendered differences. The findings also show that compared to before joining the program, the majority of participating children spend more time reading, and the majority of parents spend more time reading with/to their children. However, these positive behavioral changes are not experienced by all children or parents. We also explore key barriers to change, relating to time limitations, challenges related to technology, and individual difficulties. Based on this case study assessment, recommendations are offered to enhance the activities of the program, particularly regarding barriers as well as for expanding the coverage of the program and broadening inclusion.
AB - Qatar has experienced rapid economic development in recent decades and has made large investments in the education sector to improve learning outcomes. The Qatar National Vision of 2030 also aspires to encourage life-long learning, one enabler of which is fostering a reading culture. This paper assesses one program that has aimed to enable this change and the modalities it employs, thereby contributing evidence regarding this under-studied country within rapid transition. The evidence suggests that the majority of children who participate in the program significantly improve their attitude toward reading without any gendered differences. The findings also show that compared to before joining the program, the majority of participating children spend more time reading, and the majority of parents spend more time reading with/to their children. However, these positive behavioral changes are not experienced by all children or parents. We also explore key barriers to change, relating to time limitations, challenges related to technology, and individual difficulties. Based on this case study assessment, recommendations are offered to enhance the activities of the program, particularly regarding barriers as well as for expanding the coverage of the program and broadening inclusion.
KW - Middle East
KW - Qatar
KW - Qatar Foundation
KW - Reading
KW - literacy
UR - http://www.scopus.com/inward/record.url?scp=85127307257&partnerID=8YFLogxK
U2 - 10.1080/21665095.2022.2050774
DO - 10.1080/21665095.2022.2050774
M3 - Article
AN - SCOPUS:85127307257
SN - 2166-5095
VL - 9
SP - 82
EP - 94
JO - Development Studies Research
JF - Development Studies Research
IS - 1
ER -